AP Chemistry Final Demonstration Project
Demonstrations chosen must be selected based on available materials and equipment. Investigate this availability prior to making your
final selection as you must be able to actually perform this demonstration. Students are limited to 2-3 individuals per group on this
project (50 points). For future use all demonstration materials, handouts, diagrams, questions, etc. need to be submitted electronically.
CHOOSING A DEMONSTRATION:
Choose an appropriate demonstration for integration into the instructional program for AP Chemistry. The subject should
be related to the “big five” concepts. Determine how and where this demonstration ties into the AP Curriculum both as it
is viewed on the course website (http://www.hschem.org/APChem) and in the College Board Description
(http://apcentral.collegeboard.com/repository/05835apcoursdescchem0_4314.pdf )
FOCUSING ON THE CONTENT TO BE ILLUSTRATED BY THIS DEMO:
Determine the extent of the chemistry concepts that are illustrated in this demonstration (e.g., covalent bonds,
nonpolar covalent molecules, polar covalent molecules, polarity, electrostatic attraction).
PRACTICAL USE OF THIS DEMONSTRATION:
Equipment:

Investigate and list all equipment and materials required to do this project.
(e.g., rubber rod, wool or fur, buret, water, plastic pipet)

Determine if this equipment is presently available for your demonstration.
Chemicals:

Investigate and list all reagents needed for this demonstration. Utilizing a standard chemical catalog determine
the cost of supplies and materials that must be purchased in the smallest quantity to provide for your
demonstration materials.
(e.g., 2-propanol, rubbing alcohol, cyclohexane, isopropyl alcohol)
Safety:

Locate and provide a copy of the MSDS on these chemicals and summarize the Safety Hazards.
(e.g., Wear goggles and a lab coat. Isopropyl alcohol and cyclohexane are volatile and flammable and should be handled in a
fume hood. Avoid contact with cyclohexene.)
PRINCIPLES, PROCEDURES AND PRESENTATION:
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Provide background information on the demonstration with a clear and direct link to the chemical concept
Provide a detailed description as to the application of this concept to real life.
Describe the exact procedure with detail and an illustration of the set up and equipment.
(e.g., “If you have emptied clothes from a warm clothes drier, you have probably observed clothes sticking to each other. This
phenomenon, commonly known as “static cling” occurs when electrons accumulate on one material at the expense of another.
The electrostatic attraction between these two materials causes them to cling together.”
…water, isopropyl alcohol and cyclohexane are all covalent molecules. Which of them has the most polar bond?
…Fill burets with water, isopropyl alcohol and cyclohexane…”)
Provide electronic copies of appropriate handouts, overhead diagrams or illustrations needed to clarify the
concept.
COMPREHENSION AND GUIDING QUESTIONS:
Good demonstrations guide student learning and focus attention of appropriate detail as the demo progresses.
 Provide guiding questions along with discussion and explanation notes appropriate for your demonstration.
 Provide comprehension/conclusion questions and answers that can be utilized to check for student understanding
of this demonstration and its connection to the concept being taught.
(e.g., “1) Which of these molecules is the most polar? Explain., 2) In this investigation you have used a positively charged rod.
Do you think that a negatively charged rod would produce the same effects?”
EVALUATION:
All students will participate in the evaluation process of this demonstration.
 Is it a valuable instructional tool?
 Should it be included in the program?
 What suggestions and constructive criticisms could be made regarding this presentation?
 On a scale of 1-10 how would you rate this demonstration
o a) for it’s value in understanding a concept and
o b) in the form in which it was presented by these students (Showmanship, engagement of viewers, interest)